Stereotype lift and stereotype threat effects on subgroup mean differences for cognitive tests: A meta-analysis of adult samples.

IF 9.4 1区心理学 Q1 MANAGEMENT Journal of Applied Psychology Pub Date : 2024-09-01 Epub Date: 2024-02-29 DOI:10.1037/apl0001185

Reed Priest, Annie Griebie, You Zhou, Dana Tomeh, Paul R Sackett

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Abstract

A large body of literature has studied the effect of stereotype threat and stereotype lift on cognitive test performance. Research on stereotype threat (ST) examines whether the awareness of a negative stereotype can decrease stereotyped group members' test performance. A less commonly studied influence of stereotypes is stereotype lift (SL), defined as an increase in a group's test performance due to not being part of a negative stereotype. For example, men might perform better on math tests if they are primed on the stereotype that men are better than women at math. Walton and Cohen (2003) previously meta-analyzed the impact of SL on cognitive tests, finding an overall d = 0.24. We report an updated meta-analysis on SL with more samples and moderator analyses. We then meta-analyzed between-group effects (majority-minority group differences both in the presence and absence of SL and ST) to compare their relative contributions to subgroup mean differences on cognitive tests. Our results indicate that SL has a small influence on cognitive test performance (d = 0.09, SD_res = 0.19), and that subgroup mean differences result largely from between-group effects rather than from the effects of ST and SL. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

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刻板印象提升和刻板印象威胁对认知测试亚组平均差异的影响：成人样本荟萃分析。

大量文献研究了刻板印象威胁和刻板印象提升对认知测试成绩的影响。有关刻板印象威胁（ST）的研究探讨了对负面刻板印象的认识是否会降低被刻板印象影响的群体成员的测试成绩。较少研究的刻板印象的影响是刻板印象提升（SL），其定义是由于不属于负面刻板印象的一部分而提高群体的测试成绩。例如，如果男性在数学测试中受到 "男性比女性更擅长数学 "这一刻板印象的影响，那么他们的数学成绩可能会更好。Walton 和 Cohen（2003 年）曾对 SL 对认知测试的影响进行了荟萃分析，发现总体 d = 0.24。我们报告了关于 SL 的最新荟萃分析，其中包括更多的样本和调节因子分析。然后，我们对组间效应（存在或不存在 SL 和 ST 时多数群体与少数群体之间的差异）进行了元分析，以比较它们对认知测试亚组平均差异的相对贡献。我们的结果表明，SL 对认知测试成绩的影响较小（d = 0.09，SDres = 0.19），亚组平均差异主要来自组间效应，而非 ST 和 SL 的效应。(PsycInfo Database Record (c) 2024 APA，保留所有权利）。

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来源期刊

Journal of Applied Psychology Multiple-

CiteScore

17.60

自引率

6.10%

发文量

175

期刊介绍： The Journal of Applied Psychology® focuses on publishing original investigations that contribute new knowledge and understanding to fields of applied psychology (excluding clinical and applied experimental or human factors, which are better suited for other APA journals). The journal primarily considers empirical and theoretical investigations that enhance understanding of cognitive, motivational, affective, and behavioral psychological phenomena in work and organizational settings. These phenomena can occur at individual, group, organizational, or cultural levels, and in various work settings such as business, education, training, health, service, government, or military institutions. The journal welcomes submissions from both public and private sector organizations, for-profit or nonprofit. It publishes several types of articles, including: 1.Rigorously conducted empirical investigations that expand conceptual understanding (original investigations or meta-analyses). 2.Theory development articles and integrative conceptual reviews that synthesize literature and generate new theories on psychological phenomena to stimulate novel research. 3.Rigorously conducted qualitative research on phenomena that are challenging to capture with quantitative methods or require inductive theory building.